Meet Dr. Fawad Najam
Dr. Fawad Najam
Dr. Fawad Najam joined UBC Okanagan (UBCO)’s School of Engineering as a lecturer in January 2024.
His work focuses on the performance-based evaluation of built facilities under extreme loads, e.g., severe earthquakes and winds. He studies seismic resilience of innovative structural systems, site-specific seismic hazard analysis, earthquake vulnerability assessment of existing infrastructure, nonlinear modeling of structures, and other related aspects of earthquake risk.
Beside research activities, Dr. Najam also enjoys sharing knowledge through the development of “Open Educational Resources (OER).” As a strong advocate for technology integration in engineering curricula, he has developed several software-based learning tools, digital knowledge products, and interactive assessments for his courses. Currently, his freely accessible online learning resources (e.g., his YouTube channel and website) are creating a widespread impact on pedagogical choices and practices in his academic area. His passion is to “strive towards converting knowledge and research into products and actions” for a better society.
Dr. Najam was recently featured on UBC Okanagan’s Centre for Teaching and Learning (CTL) website for his innovative use of technology in the classroom, and his insights and tips for fellow instructors. Read Dr. Najam’s CTL Faculty Story here.
Question and Answer (QandA)
Tell us a little about yourself.
I am someone who is deeply curious about how things work. I’ve always believed that life is an endless exploration of ideas, challenges, and their solutions.
This curiosity has guided every step of my academic journey, shaping who I am today.
Outside of work, I’m someone who enjoys exploring new tech developments and constantly seeks ways to improve and grow.
What inspired you to join UBC Okanagan’s School of Engineering?
The SoE offers a unique experience where all major engineering disciplines work together under one roof. This inter-disciplinary and collaborate environment attracted me to work at SoE. What intrigues me about my current role is that my potential collaborators are not restricted to my domain research. Instead, I feel like part of a bigger community of educators.
What courses you are currently teaching?
Currently, I am teaching a first-year foundational course “APSC 180 Statics” and a cross-listed final-year course “ENGR 428/528 Earthquake Engineering”. In Winter Term 2, I will be teaching another first-year course “APSC 181 Dynamics” and a graduate course “ENGR 523 Seismic Design of Structures”.
Open Educational Resources (OER) are seeing increasing adoption in higher education.
Why are you passionate about developing and using OERs in your classroom?
In recent years, the world has passed through a big transformation in the ways educational content is created, shared and used. This recent shift has several aspects and implications which have permanently altered the way we learn and teach new concepts and technologies.
If feel that in such a changing scenario, the use of OER can significantly accelerate the participatory learning process by helping educators harness the fruits of growing technological and pedagogical advancements. By strategically incorporating them in existing educational setups, we all can make a collective effort to ensure a more equitable and inclusive learning in our classrooms.
What is your approach towards technology integration in your classroom?
As an engineering educator, I have always been passionate about integrating technology to foster creativity and interactivity in my classrooms.
From encouraging students to use tech for unique knowledge demonstrations to real-time feedbacks, technology has transformed our teaching and learning experiences.
What tip you would provide to your fellow instructors?
Always practice in your teaching space, keep it simple, and stay curious about new tools to elevate student engagement. Try to use accessible platforms while staying open to advanced ed-tech as required
What is your inspiration?
In response to this question, I want to share a story once shared by Richard Feynman about a great English astronomer Arthur Eddington. The story goes like this:
“The great astronomer Arthur Eddington figured out that the stars get their power from burning hydrogen in a nuclear reaction producing helium. He recounted how, on the night after his discovery, he was sitting on a bench with his girlfriend. She said, “Look how pretty the stars shine!” To which he replied, “Yes, and right now, I’m the only man in the world who knows how they shine.” He was describing a kind of wonderful loneliness you have when you make a discovery.”
Within a narrow slice of my domain research area, I have always been fascinated about that “feeling of wonderful loneliness”.
Any advice for current engineering students?
As a first-year student, never use an equation you cannot derive. As a final-year student, never use a computer program as a black box.
What is teaching to you? Where do you see yourself in next 5 years?
I’ve spent my life asking questions about how we can design structures which not only last long, but also define us as we navigate through the future, even in the most challenging conditions.
Teaching, to me, is a way of passing on that curiosity—helping others see the world through a lens of discovery and possibility.
In next 5 years, I envision myself a successful educational leader who is passionate about making a positive impact on pedagogical choices in engineering discipline.